Easy ACT Multi-Step Data Practice Questions

Concept Explanation

ACT multi-step data questions require students to synthesize information from multiple charts, tables, or graphs to reach a final numerical or logical conclusion. Unlike simple data retrieval, these problems demand a sequential approach: you must first extract a value from one source, use that value as an input for a second source, and often perform a basic arithmetic operation to find the answer. This skill is a cornerstone of the ACT Prep process, as it tests your ability to follow a logical path through scientific or mathematical information. Successfully solving these problems involves identifying the connecting variable—the piece of data that exists in both sources—and using it as a bridge between the two datasets.

When approaching Easy ACT Multi-Step Data Practice Questions, the steps are usually linear. You might look at a table to find the temperature of a liquid at a certain time, then look at a graph to see how much gas that liquid absorbs at that specific temperature. The ACT Science section frequently uses this format to simulate real-world laboratory analysis where data from different sensors must be combined. By practicing with ACT table practice questions and ACT graph practice questions, you can build the muscle memory needed to transition between different visual formats without losing your place in the problem.

Solved Examples

1. Example: Combining Table Data
   Table 1 shows that Substance A has a density of $1.2 \text{ g/cm}^3$. Table 2 shows that any substance with a density between $1.0$ and $1.5 \text{ g/cm}^3$ will sink in Liquid X but float in Liquid Y. Based on this data, what will happen to a $10 \text{ g}$ sample of Substance A when placed in Liquid Y?
   1. Identify the density of Substance A from Table 1: $1.2 \text{ g/cm}^3$.
   2. Compare this value to the ranges in Table 2.
   3. Since $1.2$ is between $1.0$ and $1.5$, follow the rule for Liquid Y: it will float.
   4. Final Answer: The sample will float in Liquid Y.
2. Example: Graph to Calculation
   A graph shows that at a pressure of $2 \text{ atm}$, the boiling point of Water Sample B is $120^\circ \text{C}$. If the temperature of the sample is currently $85^\circ \text{C}$, how many more degrees must the temperature increase to reach the boiling point at $2 \text{ atm}$?
   1. Locate $2 \text{ atm}$ on the x-axis of the graph and find the corresponding y-value (boiling point): $120^\circ \text{C}$.
   2. Identify the current temperature given in the text: $85^\circ \text{C}$.
   3. Subtract the current temperature from the boiling point: $120 - 85 = 35$.
   4. Final Answer: $35^\circ \text{C}$.
3. Example: Multi-Source Comparison
   Figure 1 shows that Plant Group 1 grew $5 \text{ cm}$ in Week 1. Table 3 indicates that for every $1 \text{ cm}$ of growth, a plant requires $10 \text{ mL}$ of fertilizer. How much fertilizer did Plant Group 1 require in Week 1?
   1. Extract the growth height from Figure 1: $5 \text{ cm}$.
   2. Identify the ratio from Table 3: $10 \text{ mL}$ per $1 \text{ cm}$.
   3. Multiply the growth by the ratio: $5 \text{ cm} \times 10 \text{ mL/cm} = 50 \text{ mL}$.
   4. Final Answer: $50 \text{ mL}$.

Practice Questions

1. Table A lists the melting point of Metal X as $660^\circ \text{C}$. Figure B shows a heating curve where the temperature increases by $20^\circ \text{C}$ every minute. If Metal X starts at $600^\circ \text{C}$, how many minutes will it take to reach its melting point?

2. A researcher notes that Experiment 1 used $50 \text{ grams}$ of Soil Type J. According to a reference chart, Soil Type J retains $0.5 \text{ mL}$ of water for every gram of soil. How much water is retained in the Experiment 1 sample?

3. In a study of velocity, Car A travels at $15 \text{ m/s}$. A conversion table shows that $1 \text{ m/s}$ is approximately $2.2 \text{ miles per hour (mph)}$. What is the speed of Car A in mph?

4. Figure 1 shows that at a depth of $10 \text{ meters}$, the water pressure is $2 \text{ atm}$. Table 2 states that a specific balloon bursts when the pressure exceeds $1.8 \text{ atm}$. Will the balloon remain intact at a depth of $10 \text{ meters}$?

5. According to Table 1, a solution with a pH of 4 is considered "Acidic." Figure 2 shows that Solution Z has a hydrogen ion concentration that corresponds to a pH of 3. Is Solution Z acidic?

6. A student finds that Trial 4 resulted in $12 \text{ grams}$ of product. The lab manual states that for every $4 \text{ grams}$ of product, the student earns $5 \text{ points}$. How many points did the student earn for Trial 4?

7. Graph A shows that at $25^\circ \text{C}$, the solubility of Sugar S is $200 \text{ g/L}$. If a student has $0.5 \text{ L}$ of water at $25^\circ \text{C}$, what is the maximum amount of Sugar S they can dissolve?

8. Table 3 shows that a certain lightbulb uses $60 \text{ Watts}$ of power. If energy cost is calculated as $\$0.10$ per kilowatt-hour (kWh), and $1,000 \text{ Watts} = 1 \text{ kilowatt}$, what is the power usage of the bulb in kilowatts?

9. Figure 4 indicates that a spring stretches $2 \text{ cm}$ for every $5 \text{ Newtons}$ of force applied. If a force of $20 \text{ Newtons}$ is applied, how many centimeters will the spring stretch?

10. Based on Table 5, Bacteria Type K doubles every $20 \text{ minutes}$. If a culture starts with $100 \text{ cells}$, how many cells will be present after $40 \text{ minutes}$?

Answers & Explanations

1. 3 minutes. First, find the temperature difference: $660^\circ \text{C} - 600^\circ \text{C} = 60^\circ \text{C}$. Then, divide the difference by the rate of increase: $60 / 20 = 3$.
2. 25 mL. Multiply the mass of the soil ($50 \text{ g}$) by the retention rate ($0.5 \text{ mL/g}$). $50 \times 0.5 = 25$.
3. 33 mph. Multiply the speed in m/s ($15$) by the conversion factor ($2.2$). $15 \times 2.2 = 33$.
4. No. The pressure at $10 \text{ meters}$ is $2 \text{ atm}$, which is greater than the burst threshold of $1.8 \text{ atm}$.
5. Yes. If pH 4 is acidic, then pH 3 (which is more acidic on the pH scale) is also acidic according to the trend.
6. 15 points. Divide the total grams by the points-per-gram unit: $12 / 4 = 3$ units. Multiply by points: $3 \times 5 = 15$.
7. 100 g. The solubility is $200 \text{ g}$ for every $1 \text{ L}$. For $0.5 \text{ L}$, the amount is $200 \times 0.5 = 100$.
8. 0.06 kW. Divide the Watts by $1,000$: $60 / 1,000 = 0.06$.
9. 8 cm. Determine the ratio: $20 \text{ N} / 5 \text{ N} = 4$. Multiply the stretch by this ratio: $2 \text{ cm} \times 4 = 8 \text{ cm}$.
10. 400 cells. In $40 \text{ minutes}$, the bacteria doubles twice (two $20 \text{-minute}$ intervals). First doubling: $100 \rightarrow 200$. Second doubling: $200 \rightarrow 400$.

1. If Table 1 states a car travels 60 miles per hour and Figure 2 shows the car traveled for 3 hours, what is the total distance covered?

• A20 miles
• B120 miles
• C180 miles
• D57 miles

Frequently Asked Questions

What are multi-step data questions on the ACT?

These are questions that require you to find a piece of information in one graphic (like a table) and use it to solve a problem or find information in a second graphic (like a graph). They test your ability to synthesize disparate data points into a single logical conclusion.

How do I identify a multi-step question?

You can identify them by looking for phrases like "Based on Figure 1 and Table 2" or questions that require a calculation using values found in the provided visuals. If the answer isn't directly stated in one single place, it likely requires multiple steps.

What is the best strategy for solving these quickly?

The most efficient strategy is to identify the "bridge" variable that connects the two data sources. Locate that variable in the first source, note its value, and then immediately find that same value in the second source to reach your answer.

Do I need advanced math for these questions?

No, the math required for easy multi-step data questions is usually limited to basic arithmetic like addition, subtraction, multiplication, or simple ratios. The challenge lies in the data interpretation rather than complex calculations.

Are these questions common in the Science or Math section?

While they appear in both, they are a primary feature of the ACT Science section, which emphasizes ACT scientific data practice questions. In math, they often appear as word problems involving charts or coordinate geometry.